1887
  1. Home
  2. e-Journals
  3. Language Teaching for Young Learners
  4. Volume 2, Issue 2
  5. Article
Volume 2, Issue 2
  • ISSN 2589-2053
  • E-ISSN: 2589-207x
USD
Buy:$35.00 + Taxes

Abstract

Abstract

Foreign language (FL) learning in English primary schools, statutory provision for most schools since 2014, has been characterised by distinct challenges. The first issue, peculiar to Anglophone settings, concerns how language learning is valued when ubiquitous English learning rationales of economic and social capital are unhelpful. Other challenges, shared globally, relate to provision and practice such as: the importance of progression, motivation, age-appropriate pedagogy and contextual factors. Successful policy implementation in England remains elusive and continues to be characterised by a lack of cohesion, coordination and forward planning. Provision and practice are problematic and linked to deficits in curriculum time, teacher linguistic expertise, planning and progression. This article will explore how both language and broader education policy in England have created conflicting forces for the sustainability of the foreign languages initiative in primary schools. It will examine how networks of researchers, teachers, educationalists and policy makers are supporting implementation through national and local education stakeholder engagement. Through collaboration and co-construction, research-informed practical suggestions are promoted, coupled with the development of solution-focused research agendas.

© John Benjamins Publishing Company
Loading

Article metrics loading...

/content/journals/10.1075/ltyl.19013.por
2020-07-08
2023-03-25

  • From This Site

    /content/journals/10.1075/ltyl.19013.por
    dcterms_title,dcterms_subject,pub_keyword
    -contentType:Journal -contentType:Contributor -contentType:Concept -contentType:Institution
    10
    5
Loading full text...

Full text loading...

References

  1. Academies Commission
    Academies Commission (2013) Unleashing greatness: Getting the best from an academised system. Report of the Academies Commission, January 2013 Retrieved from: www.educationengland.org.uk/documents/pdfs/2013-academies-commission.pdf (8April 2020).
     [Google Scholar]
  2. All Party Parliamentary Group for Modern Languages (APPG)
    All Party Parliamentary Group for Modern Languages (APPG) (2019) A national recovery programme for languages. Retrieved from: https://secure.toolkitfiles.co.uk/clients/34124/sitedata/files/A-national-recovery-programme-for-languages.pdf (8April 2020).
     [Google Scholar]
  3. Andrew, J., & Lawrence, T.
    (2018) School funding pressures in England. Education Policy Institute. Retrieved from: https://epi.org.uk/wp-content/uploads/2018/03/School-funding-pressures_EPI.pdf (8April 2020).
     [Google Scholar]
  4. Ayres-Bennet, W., & Carruthers, J.
    (2019) Policy briefing on modern languages educational policy in the UK. Swindon: AHRC.
     [Google Scholar]
  5. Bailey, E., & Marsden, E.
    (2017) Teachers’ views on recognising and using home languages in predominantly monolingual primary schools. Language & Education, 31(4), 283–306. 10.1080/09500782.2017.1295981
     https://doi.org/10.1080/09500782.2017.1295981 [Google Scholar]
  6. Belfield, C., Farquharson, C., & Sibieta, L.
    (2018) Annual report on education spending in England. London: IFS and Nuffield.
     [Google Scholar]
  7. Brown, S., Edmonds, S., & Lee, B.
    (2001) Continuing professional development: LEA and school support for teachers. Slough: NFER.
     [Google Scholar]
  8. Bell, L., & Stevenson, H.
    (2015) Towards an analysis of the policies that shape public education: Setting the context for school leadership. Management in Education, 29(4), 146–150. 10.1177/0892020614555593
     https://doi.org/10.1177/0892020614555593 [Google Scholar]
  9. Burns, T., & Köster, F.
    (2016) Governing education in a complex world. Educational research and innovation. Paris: OECD Publishing.
     [Google Scholar]
  10. Burstall, C.
    (1970) Primary French in the balance. Educational Research, 17(3), 193–198. 10.1080/0013188750170304
     https://doi.org/10.1080/0013188750170304 [Google Scholar]
  11. Cable, C., Driscoll, P., Mitchell, R., Sing, S., Cremin, T., Earl, J., Eyres, I., Holmes, B., Martin, C., & Heins, B.
    (2012) Language learning at Key Stage 2: Findings from a longitudinal study. Education 3–13, 40(4), 363–378.
     [Google Scholar]
  12. (2010) Primary modern languages: A longitudinal study of language learning at Key Stage 2. Nottingham: Department for Children, Schools & Families.
     [Google Scholar]
  13. Carter, A.
    (2015) Carter review of initial teacher training (ITT). DFE-00036-2015. Department for Education. Retrieved from: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/399957/Carter_Review.pdf (8April 2020).
     [Google Scholar]
  14. Cheung, A., & Man Wong, P.
    (2012) Factors affecting the implementation of curriculum reform in Hong Kong. International Journal of Education Management, 26(1), 39–54.
     [Google Scholar]
  15. Commissaire, E., Casalis, S., & Duncan, L. G.
    (2011) Cross-language transfer of orthographic processing skills. A study of French children who learn English at school. Journal of Research in Reading, 34(1), 59–76. 10.1111/j.1467‑9817.2010.01473.x
     https://doi.org/10.1111/j.1467-9817.2010.01473.x [Google Scholar]
  16. Committee of Public Accounts
    Committee of Public Accounts (2018) Converting schools to academies report 2018. Fifty-second report of session 2017–2019. https://publications.parliament.uk/pa/cm201719/cmselect/cmpubacc/697/697.pdf (8April 2020).
     [Google Scholar]
  17. Costley, T., Gkonou, C., Myles, F., Roehr-Brackin, K., & Tellier, A.
    (2018) Multilingual and monolingual children in the primary-level language classroom: Individual differences and perceptions of foreign language learning. Language Learning Journal. doi:  10.1080/09571736.2018.1471616
     https://doi.org/10.1080/09571736.2018.1471616 [Google Scholar]
  18. Courtney, L.
    (2017) Transition in modern foreign languages: A longitudinal study of motivation for language learning and second language proficiency. Oxford Review of Education, 43(4), 462–481. 10.1080/03054985.2017.1329721
     https://doi.org/10.1080/03054985.2017.1329721 [Google Scholar]
  19. Courtney, L., Graham, S., Marinis, T., & Tonkyn, A.
    (2017) Individual differences in early language learning: A study of English learners of French. Applied Linguistics, 38(6), 824–847.
     [Google Scholar]
  20. Coussins Baroness, J., & Harding-Esch, P.
    (2018) InM. H. Kelly (Ed.), Languages after Brexit: How the UK speaks to the World (pp.1–10). London: Palgrave Macmillan.
     [Google Scholar]
  21. Department for Education (DfE)
    Department for Education (DfE) (2013) The national curriculum in England: Key Stages 1 and 2 framework document. London: Department for Education. Retrieved from: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/425601/PRIMARY_national_curriculum.pdf (8April 2020).
     [Google Scholar]
  22. Department for Children, Schools & Families (DCSF)
    Department for Children, Schools & Families (DCSF) (2009) Independent review of the primary curriculum: Final report. Retrieved from: www.educationengland.org.uk/documents/pdfs/2009-IRPC-final-report.pdf (8April 2020).
     [Google Scholar]
  23. Department for Education and Skills (DfES)
    Department for Education and Skills (DfES) (2002) Languages for all, languages for life: A strategy for England. Retrieved from: https://www.languagescompany.com/wp-content/uploads/the-national-languages-strategy-for-england-1.pdf (8April 2020).
     [Google Scholar]
  24. DES
    DES (1988) Education reform act. Volume1/2. [online] London: Her Majesty’s Stationary Office: Department for Education and Science. Retrieved from: www.legislation.gov.uk/ukpga/1988/40/pdfs/ukpga_19880040_en.pdf (8April 2020).
     [Google Scholar]
  25. Dikilitas, K., & Yayli, D.
    (2018) Teachers’ professional identity development through action research. ELT Journal, 72(4), 415–424. 10.1093/elt/ccy027
     https://doi.org/10.1093/elt/ccy027 [Google Scholar]
  26. Dobson, A.
    (2018) Towards ‘MFL for all’ in England: A historical perspective. The Language Learning Journal, 46(1), 71–85. 10.1080/09571736.2017.1382058
     https://doi.org/10.1080/09571736.2017.1382058 [Google Scholar]
  27. Enever, J.
    (2018) Policy and politics in global primary English. Oxford: Oxford University Press.
     [Google Scholar]
  28. (2014) Primary English teacher education in Europe. ELT Journal, 68(3), 231–242. 10.1093/elt/cct079
     https://doi.org/10.1093/elt/cct079 [Google Scholar]
  29. (2011) Early language learning in Europe. London: British Council.
     [Google Scholar]
  30. Genesee, F., Geva, E., Dressler, C., & Kamil, M. L.
    (2008) Cross-linguistic relationships in second language learners. InD. A. August & T. Shanahan (Eds.), Developing reading and writing in second language learners (pp.63–93). New York, NY: Routledge.
     [Google Scholar]
  31. Genesee, F., & Jared, D.
    (2008) Literacy development in early French immersion programs. Canadian Psychology, 49(2), 140–147. 10.1037/0708‑5591.49.2.140
     https://doi.org/10.1037/0708-5591.49.2.140 [Google Scholar]
  32. Gibb, N.
    (2018) Strengthening qualified teacher status and improving career progression for teachers consultation: Government response written statement HCWS669. Retrieved from: https://www.parliament.uk/business/publications/written-questions-answers-statements/written-statement/Commons/2018-05-08/HCWS669/ (8April 2020).
     [Google Scholar]
  33. Goodman, A., & Gregg, P.
    (2010) Poorer children’s educational attainment: How important are attitudes and behaviour?York: Joseph Rowntree Foundation. Retrieved from: www.jrf.org.uk/publications/educational-attainment-poor-children (8April 2020).
     [Google Scholar]
  34. Graham, S., Courtney, L., Marinis, T., & Tonkyn, A.
    (2017) Early language learning: The impact of teaching and teacher factors. Language Learning, 67(4), 922–958. doi:  10.1111/lang.12251
     https://doi.org/10.1111/lang.12251 [Google Scholar]
  35. (2014) Primary modern languages: The impact of teaching approaches on attainment and preparedness for secondary school language learning: Final report. Retrieved from: www.nuffieldfoundation.org/primary-modern-languages-impact-teaching-approaches (8April 2020).
     [Google Scholar]
  36. Gutierrez, C. A. G., & Narvaez, N. C. D.
    (2017) Revisiting the concept of self-efficacy as a language learning enhancer. GIST Education and Learning Research Journal, 15, 68–95.
     [Google Scholar]
  37. Hawkins, E.
    (1999) Foreign language study and language awareness. Language Awareness, 8(3–4).
     [Google Scholar]
  38. (1996) Language teaching in perspective. InE. Hawkins (Ed.), Thirty years of language teaching (pp.13–32). London: CILT.
     [Google Scholar]
  39. Hess, F.
    (2013) The missing half of school reform. National Affairs, Vol. Fall, 19–35. Retrieved from: www.nationalaffairs.com/publications/detail/the-missing-half-of-school-reform (8April 2020).
     [Google Scholar]
  40. Holmes, B., & Myles, F.
    (2019) White paper: Primary languages policy in England – The way forward. Research in Primary Languages (RiPL). Retrieved from: www.ripl.uk/policy/ (8April 2020).
     [Google Scholar]
  41. Honig, M.
    (2006) Complexity and policy implementation challenges and opportunities for the field. InM. Honig (Ed.), New directions in education policy implementation (pp.187–208). Albany, NY: State University of NY Press.
     [Google Scholar]
  42. Hopfenbeck, T., Florez Petour, M., & Tolo, A.
    (2015) Balancing tensions in educational policy reforms: Large-scale implementation of assessment for learning in Norway. Assessment in Education: Principles, Policy & Practice, 22(1), 44–60. doi:  10.1080/0969594X.2014.996524
     https://doi.org/10.1080/0969594X.2014.996524 [Google Scholar]
  43. Jaekel, N., Schurig, M., Florian, M., & Ritter, M.
    (2017) From early starters to late finishers? A longitudinal study of early foreign language learning in school. Language Learning, 67(3), 631–664. 10.1111/lang.12242
     https://doi.org/10.1111/lang.12242 [Google Scholar]
  44. Ke, S., & Xiao, F.
    (2015) Cross-linguistic transfer of morphological awareness between Chinese and English. Language Awareness, 24(4), 355–380. 10.1080/09658416.2015.1114624
     https://doi.org/10.1080/09658416.2015.1114624 [Google Scholar]
  45. Kirsch, C.
    (2012) Using storytelling to teach vocabulary in language lessons: Does it work?The Language Learning Journal, 44(1), 33–51. 10.1080/09571736.2012.733404
     https://doi.org/10.1080/09571736.2012.733404 [Google Scholar]
  46. Lanvers, U.
    (2011) Language education policy in England. Is English the elephant in the room?Apples – Journal of Applied Language Study, 5(3), 63–78.
     [Google Scholar]
  47. Leat, D., Reid, A., & Lofthouse, R.
    (2015) Teachers’ experiences of engagement with and in educational research: What can be learned from teachers’ views?Oxford Review of Education, 41(2), 270–286. 10.1080/03054985.2015.1021193
     https://doi.org/10.1080/03054985.2015.1021193 [Google Scholar]
  48. Liviero, S.
    (2017) Grammar teaching in secondary school foreign language learning in England: Teachers’ reported beliefs and observed practices. The Language Learning Journal, 45(1): 26–50. 10.1080/09571736.2016.1263677
     https://doi.org/10.1080/09571736.2016.1263677 [Google Scholar]
  49. Macaro, E., & Erler, L.
    (2011) Decoding ability in French as a foreign language and language learning motivation. The Modern Language Journal, 95(iv), 496–518.
     [Google Scholar]
  50. Macaro, E., & Mutton, T.
    (2009) Developing reading achievement in primary learners of French: Inferencing strategies versus exposure to graded readers. Language Learning Journal, 37, 165–182. 10.1080/09571730902928045
     https://doi.org/10.1080/09571730902928045 [Google Scholar]
  51. Macrory, G., & McLachlan, A.
    (2009) Bringing modern languages into the primary curriculum in England: Investigating effective practice in teacher education. European Journal of Teacher Education, 32(3), 259–270. 10.1080/02619760902756012
     https://doi.org/10.1080/02619760902756012 [Google Scholar]
  52. Marsden, E., & Kasprowicz, R.
    (2017) Foreign language educators’ exposure to research: Reported experiences, exposure via citations and a proposal for action. The Modern Language Journal, 101(4), 613–642.
     [Google Scholar]
  53. McLelland, N.
    (2018) The history of language learning and teaching in Britain. The Language Learning Journal, 46(1), 6–16. 10.1080/09571736.2017.1382052
     https://doi.org/10.1080/09571736.2017.1382052 [Google Scholar]
  54. Mihalejvić Djigunović, J.
    (2012) Attitudes and motivation in early foreign language learning. CEPS Journal, 2(3), 55–74.
     [Google Scholar]
  55. Mihaljević Djigunović, J. & Lopriore, L.
    (2011) The learner: do individual differences matter?InJ. Enever (Ed.), ELLiE: Early language learning in Europe (pp.43–60). British Council.
     [Google Scholar]
  56. Mitchell, R.
    (2014) Making the case for the future of languages. InP. Driscoll, E. Macaro & A. Swarbrick (Eds.), Debates in modern languages education (pp.203–217). Abingdon: Routledge.
     [Google Scholar]
  57. (2011) Still gardening in a gale: Policy, research and practice in foreign language education in England. Fremdsprachen Lehren und Lernen, 40(1), 49–67.
     [Google Scholar]
  58. (2002) Inaugural lecture foreign language education in an age of global English. Centre for Language Education. University of Southampton. 27thFebruary 2002 Retrieved from: www.southampton.ac.uk/~rfm3/inaugural.htm (8April 2020).
     [Google Scholar]
  59. Mitchell, R., & Myles, F.
    (2019) Learning French in the UK setting: Policy, classroom engagement and attainable learning outcomes. Apples Journal of Applied Language Studies, 13(1), 64–93. 10.17011/apples/urn.201903011690
     https://doi.org/10.17011/apples/urn.201903011690 [Google Scholar]
  60. Mitchell, R., & Porter, A.
    (2018) Prospects for foreign language education in the English primary school. Paper presented at theBAAL Teaching and Learning SIG Conference. Southampton. 12th and 13th July 2018.
     [Google Scholar]
  61. Moeller, A. J., & Catalano, T.
    (2015) Foreign language teaching and learning. InJ. D. Wright (Ed.), International encyclopedia for social and behavioural sciences (pp.327–332). Oxford: Pergamon Press. 10.1016/B978‑0‑08‑097086‑8.92082‑8
     https://doi.org/10.1016/B978-0-08-097086-8.92082-8 [Google Scholar]
  62. Moys, A.
    (1996) The challenges of secondary education. InE. Hawkins (Ed.), Thirty years of language teaching (pp.83–98). London: CILT.
     [Google Scholar]
  63. Muñoz, C.
    (2006) Age and the rate of foreign language learning. Clevedon: Multilingual Matters. 10.21832/9781853598937
     https://doi.org/10.21832/9781853598937 [Google Scholar]
  64. Murphy, V., Macaro, E., Alba, S., & Cipolla, C.
    (2015) The Influences of learning a second language in primary school on developing first language literacy skills. Applied Psycholinguistics, 5, 1133–1153. 10.1017/S0142716414000095
     https://doi.org/10.1017/S0142716414000095 [Google Scholar]
  65. Myles, F., & Mitchell, R.
    (2012) Learning French from ages 5, 7 and 11: An investigation into starting ages, rates and routes of learning amongst early foreign language learner. ESRC End of Award Report RES-062-23-1545. Retrieved from: www.ripl.uk/wp-content/uploads/2017/03/EOA-Report-RES-062-23-1545.pdf (8April 2020).
     [Google Scholar]
  66. Neelands, J., Belfiore, E., Firth, C., Hart, N., Perrin, L., Brock, S., Holdaway, D., & Woddis, J.
    (2015) Enriching Britain: Culture, creativity and growth. The Warwick Commission on the future of cultural value. Warwick: University of Warwick.
     [Google Scholar]
  67. OECD
    OECD (2015) Education Policy Outlook 2015. Making reforms happen. Paris: OECD Publishing. 10.1787/9789264225442‑en
     https://doi.org/10.1787/9789264225442-en [Google Scholar]
  68. Ofsted
    Ofsted (2019) The education inspection framework. London: Ofsted. Retrieved from: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/801429/Education_inspection_framework.pdf (8April 2020).
     [Google Scholar]
  69. Ofsted
    Ofsted (2011) Modern languages achievement and challenge 2007–2010. London: Ofsted. Retrieved from: www.ofsted.gov.uk/publications/100042 (8April 2020).
     [Google Scholar]
  70. Porter, A.
    (2019) An early start to foreign language literacy in English primary schools. Language Learning Journal. doi:  10.1080/09571736.2019.1632918
     https://doi.org/10.1080/09571736.2019.1632918 [Google Scholar]
  71. (2018) Verbal working memory and foreign language learning in English primary schools: Implications for teaching and learning. InJ. Enever & E. Lindgren (Eds.), Researching the complexity of early language learning in instructed contexts (pp.65–84). Clevedon::Multilingual Matters.
     [Google Scholar]
  72. (2014) An early start to French literacy: Learning the spoken and written word simultaneously in English primary schools (Unpublished doctoral dissertation). University of Southampton.
     [Google Scholar]
  73. Rixon, S.
    (2013) British Council survey of policy and practice in primary English language teaching worldwide. London: British Council.
     [Google Scholar]
  74. Roberts, G., Leite, J., & Wade, O.
    (2018) Monolingualism is the illiteracy of the twenty-first century. Hispania, 100(5), 116–118. 10.1353/hpn.2018.0028
     https://doi.org/10.1353/hpn.2018.0028 [Google Scholar]
  75. Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B., & Hunt, S.
    (2008) The effective pre-school and primary education 3–11 project (EPPE 3–11): Influences on children’s attainment and progress in Key Stage 2: Cognitive outcomes in year 6 (DCSF Ref DCSF- RR048). London: DCSF Publications.
     [Google Scholar]
  76. Siraj-Blatchford, I., Shepherd, D-L., Melhuish, E., Taggart, B., Sammons, P., & Sylva, K.
    (2011) Effective primary pedagogic strategies in English and mathematic in Key Stage 2: A study of year 5 classroom practice from the EPPSE 3–16 longitudinal study. London: Department for Education.
     [Google Scholar]
  77. Smylie, M. A., & Evans, A. E.
    (2006) Social capital and the problem of implementation. InM. Honig (Ed.), New directions in education policy implementation (pp.187–208). Albany, NY: State University of NY Press.
     [Google Scholar]
  78. Sparks, R. L., Patton, J., Ganschow, L., & Humbach, N.
    (2009) Long-term crosslinguistic transfer of skills from L1 to L2. Language Learning, 59, 203–243. 10.1111/j.1467‑9922.2009.00504.x
     https://doi.org/10.1111/j.1467-9922.2009.00504.x [Google Scholar]
  79. Spelman, A.
    (2019) Inspecting the substance of education. Retrieved from: https://www.gov.uk/government/consultations/education-inspection-framework-2019-inspecting-the-substance-of-education/education-inspection-framework-2019-inspecting-the-substance-of-education (8April 2020).
     [Google Scholar]
  80. Spillane, J., Reiser, B. & Reimer, T.
    (2002) Policy implementation and cognition: Reforming and refocusing implementation research. Review of Educational Research, 72(3), 387–431. 10.3102/00346543072003387
     https://doi.org/10.3102/00346543072003387 [Google Scholar]
  81. Teaching Schools Council
    Teaching Schools Council (2016) Modern Foreign Languages Pedagogy Review. Retrieved from: https://pure.york.ac.uk/portal/files/54043904/MFL_Pedagogy_Review_Report_TSC_PUBLISHED_VERSION_Nov_2016_1_.pdf (8April 2020).
     [Google Scholar]
  82. Tinsley, T.
    (2019) Language trends 2018. London: British Council.
     [Google Scholar]
  83. (2018) Language education in the era of Brexit: Three challenges for the schools’ sector. Languages, Society & Policy. doi:  10.17863/CAM.25410
     https://doi.org/10.17863/CAM.25410 [Google Scholar]
  84. Tinsley, T., & Board, K.
    (2017) Language trends 2016–17. Reading: Education Development Trust.
     [Google Scholar]
  85. (2016) Language trends 2015–16. Reading: Education Development Trust.
     [Google Scholar]
  86. Toth, J.
    (2018) Stakeholder beliefs in English-medium instruction for young learners in Sweden. Apples – Journal of Applied Language Studies, 12(2), 37–54. 10.17011/apples/urn.201809214208
     https://doi.org/10.17011/apples/urn.201809214208 [Google Scholar]
  87. Van Der Voet, J., Kuipers, B., & Groeneveld, S.
    (2015) Held back and pushed forward: leading change in a complex public sector. Journal of Organizational Change Management, 28(2), 290–300. 10.1108/JOCM‑09‑2013‑0182
     https://doi.org/10.1108/JOCM-09-2013-0182 [Google Scholar]
  88. Vidal Rodeiro, C.
    (2017) The study of FLs in England: uptake in secondary school and progression to higher education. Language, Culture and Curriculum, 30(3), 231–249. 10.1080/07908318.2017.1306069
     https://doi.org/10.1080/07908318.2017.1306069 [Google Scholar]
  89. Viennet, R., & Pont, B.
    (2017) Education policy implementation: A literature review and proposed framework. EDU/WKP (2017) 11. Directorate for Education and Skills – OECD Organisation for Economic Cooperation and Development. Paris, 75775.
     [Google Scholar]
  90. Winch, C., Oancea, A., & Orchard, J.
    (2013) The contribution of educational research to teachers’ professional learning – Philosophical understandings. The BERA-RSA Inquiry, BERA. Retrieved from: socialsciences.exeter.ac.uk/media/universityofexeter/collegeofsocialsciencesandinternationalstudies/education/research/groupsandnetworks/educaationtheoryreadingnetwork/BERA-Paper-3-Philosophical-reflections.pdf (8April 2020).
     [Google Scholar]
  91. Woore, R.
    (2014) Developing reading and decoding in the modern foreign languages classroom. InP. Driscoll, E. Macaro, & A. Swarbrick (Eds.), Debates in modern languages education (pp.81–95). Abingdon: Routledge.
     [Google Scholar]
  92. Woore, R., Graham, S., Porter, A., Courtney, L., & Savory, C.
    (2018) Foreign language education unlocking reading (FLEUR): A study into the teaching of reading to beginner learners of French in secondary school. Oxford: University of Oxford.
     [Google Scholar]
  93. Wurzberg, G.
    (2010) Making reform happen in education: Lessons from OECD countries. Paris: OECD Publishing.
     [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.1075/ltyl.19013.por
Loading
  • Article Type: Research Article
Keyword(s): education policy implementation; FL learning; young FL policy

Most Cited

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error